Multi-Informant Ratings of Irritability and Disruptiveness in School-Aged Children with ADHD

Miika Vuori, Ilona Autti-Rämö, Niina Junttila, Annamari Tuulio-Henriksson

Research output: Contribution to journalArticleScientificpeer-review


Emotion dysregulation is a common social functioning deficit in children with attention-deficit/hyperactivity disorder (ADHD). Little is known about how teachers rate irritability in school-aged children with ADHD. We examined irritability and disruptive behaviour in clinic-referred school-aged children (n = 145) with ADHD. Children in this cross-sectional study were 6–12 years old (Mage = 9.2 years, 16.6% female). We obtained ratings from children themselves as well as their mothers, fathers, and teachers at the baseline of a family intervention program. Descriptive statistics and multilevel regression models were employed. Children displayed increased irritability, such as frequent temper outbursts, when compared with population sample peers. Children’s proneness to anger was strongly associated with perceived peer difficulties particularly in teacher ratings. Findings highlight the significance of home- and school-based support when considering social functioning in children with neurodevelopmental conditions.
Original languageEnglish
JournalInternational Journal of Disability, Development and Education
Issue number4
Pages (from-to)1136-1150
Number of pages15
Publication statusPublished - 4 Jul 2022
MoE publication typeA1 Journal article-refereed

Fields of Science

  • Attention-deficit
  • hyperactivity disorder
  • disruptive behaviour
  • irritability
  • multi-informants
  • multilevel linear regression
  • survey research
  • CARE
  • 515 Psychology

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